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K-5 READING INTERVENTION HANDBOOK FY 18 Department of K-12 Curriculum Department of Exceptional Student Education Department of Multicultural Education Department of Safe Schools

K-5 Reading intervention HANDBOOK · PDF fileK-5 READING INTERVENTION HANDBOOK ... The State of Florida requires daily classroom instruction in ... Phonics and Word Analysis SubtestsOral

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K-5 READING INTERVENTION HANDBOOK

FY 18

Department of K-12 Curriculum

Department of Exceptional Student Education

Department of Multicultural Education

Department of Safe Schools

1

Table of Contents

Multi-Tiered System of Supports ……………………….. 2

Guidelines for Immediate Intensive Intervention (iii) ……………………….. 3

Identifying a Student’s Need for Intervention ……………………….. 4

K-3 Intervention Flow Charts ……………………….. 5

4-5 Intervention Flow Chart ……………………….. 13

Oral Language Intervention Chart ……………………….. 14

Phonological Awareness Intervention Chart ……………………….. 15

Phonics Intervention Chart ……………………….. 16

Text Processing Intervention Chart ……………………….. 17

Comprehension Intervention Chart ……………………….. 18

Interventions for English Language Learners ……………………….. 19

Interventions for Students with Disabilities ……………………….. 20

Intervention Support Contacts ……………………….. 21

Appendix

Trimester Benchmark Reading Levels ……………………….. 22

Immediate Intensive Intervention (iii) Log ……………………….. 23

2

Multi-Tiered System of Supports (MTSS)

Core Instruction

Tier 1

90 Minute Reading Block

(MRB)

Supplemental

iii*

30 minutes of

supplemental

instruction outside of

the 90 MRB based on

student need.

Students who do not respond to 6-8 weeks of iii in reading will be noted as

not adequately progressing. These students may be referred to the

school’s problem solving team (SBT). Comprehensive data will be examined

and the team will determine action plan.

Formalized

Supplemental

Tier 2

Continue Core (Tier 1)

instruction

Intensive

Tier 3

Continue Core (Tier 1) AND

Formalized Supplemental (Tier 2)

instruction

*Students identified as having a reading deficiency will be provided with immediate

intensive intervention (iii) per Florida Statute 1008.25.

SBT will reconvene in 8-10 weeks (at least 8 data points) to

make decisions about students who do not make

adequate progress in Formalized Supplemental (Tier 2)*.

* The School Based Team (SBT) may decide to develop an Intensive (Tier 3) Intervention Plan. Intensive support is

the most intensive instruction/intervention and should be teacher directed, as well as based upon an individual

student’s specific needs. Intensive support is provided daily in addition to and aligned with core and supplemental

academic and behavior, curriculum, instruction, and supports. Intensifying instruction/intervention should include a

consideration of the following variables: group size, time, intervention integrity, skill/skill set focus, data-based

individualization, and interventionist expertise.

3

Guidelines for Immediate Intensive Intervention (iii)

The State of Florida requires daily classroom instruction in reading in a dedicated, uninterrupted

block of time of at least 90 minutes. This 90 minute reading block (Core/Tier 1/Initial Instruction)

should consist of both whole group instruction and differentiated instruction that is standards-

based and includes different components from a Balanced Literacy framework.

In addition to the Core Instruction (90 minute reading block), a teacher will provide immediate intensive intervention (iii), supplemental instruction, on a daily basis to any student who exhibits a substantial deficiency in reading based upon screening, diagnostic, progress monitoring, or assessment data; statewide assessments, or through teacher observations (Florida Statute 1008.25/House Bill 7069). In grades K-3, students have not yet participated in statewide reading assessments, so teachers can use information from the SDPBC Literacy Assessment System to help identify students with a substantial reading deficiency. In grades 4-5, students who scored Level 1 or 2 on the previous year’s Florida Standards Assessment (FSA) English Language Arts (ELA) are considered to have a reading deficiency. A school may not wait for a student to receive a failing grade at the end of a grading period to identify the student as having a substantial reading deficiency and initiate intensive reading interventions (House Bill 7069). Immediate intensive intervention (iii) must be provided daily for all students who have been identified with a reading deficiency. This intervention includes evidence-based strategies, programs, or systems and must be in a smaller group setting for an additional 30 minutes outside of the 90 minute reading block for kindergarten to grade 5. Any student in kindergarten through grade 3 who exhibits a substantial deficiency in reading must be provided intensive, explicit, systematic, and multisensory reading interventions immediately following the identification of the reading deficiency (House Bill 7069). A tool for progress monitoring for iii is selected by the teacher. This tool will be used to progress monitor at least monthly. Some students may require more frequent progress monitoring. There must be a minimum of 6-8 weeks of iii (6-8 data points) prior to referring a student to School Based Team (SBT). Evidence of progress monitoring is documented on the student’s Immediate Intensive Intervention (iii) Log (p. II) and brought to the initial SBT meeting. Each student receiving iii should have a Progress Monitoring Plan (PMP). A federally required student plan such as an Individual Education Plan (IEP) or English Language Learner (ELL) plan may meet the progress monitoring criteria of a PMP. (See K-12 Student Progression Plan for more information). Parents must be notified if a student has a reading deficiency and is receiving intervention (iii). In grades K-3, the reading deficiency letter must be sent home to parents (Florida Statute 1008.25). Students must continue to be provided with iii until the reading deficiency is remediated as measured by multiple sources of student data (e.g., SDPBC Literacy Assessment System, diagnostics, classroom and state assessments).

4

Identifying a Student’s Need for Intervention

We begin this problem solving process by assessing students to determine areas that pose a barrier to acceleration. The areas of literacy development to be assessed include oral language, phonological awareness, phonics, text processing, and comprehension.

Oral Language- the way we use spoken words to express knowledge, ideas, and feelings.

Phonological Awareness- the awareness of words, rhyming words, onsets and rimes, syllables, and individual sounds (phonemes).

Phonics- the knowledge of letter sound relationships and how they are used in reading and writing.

Text Processing (includes fluency and vocabulary)- the actions used when reading continuous text to solve words/vocabulary, monitor/self-correct, search for and use information, maintain fluency and adjust for purpose and genre.

Comprehension (includes vocabulary)- the ability to understand: within (literal), beyond (inferential), and about (analytical) the text.

Refer to the grade level specific Intervention Decision Tree charts below to determine the area of literacy to target for growth and support for the student’s intervention. These color coded charts will help support your problem solving.

5

FY18 Kindergarten Intervention Decision Tree

Does your FLKRS (STAR Early Literacy) data* and/or

district data (use decision tree guide below) show

that the student has a substantial deficiency in

reading?

NO Intervention is not needed.

YES Immediate Intensive Intervention (iii) is required.

Analyze the SDPBC Literacy Assessment subtests, the RRR, and other data

sources to determine primary area to target for growth and support.

Phonological

Awareness

Phonics &

Word Recognition Text Processing

Phonics and Word Analysis Subtests Reading Running Record (RRR)

Part 1 Oral Reading and

Fluency

Part 2

Comprehension

Rhyming

Blending Assessment

Segmenting

Assessment

Oral Language

Uppercase &

Lowercase Letter

Recognition

Beginning Sound

Recognition

High Frequency

Words

Phonograms List #1

Comprehension

Oral Language Assessment

6

FY18 Kindergarten Intervention Decision Tree Guide

The following chart is a resource to help identify students who may be at-risk and in need of intervention. The

numbers in the chart are minimal expectations for that time of year.

Assessment Beginning of

Year

(Aug./Sept.)

End of 1st

Trimester

(Nov.)

End of 2nd

Trimester

(Feb.)

End of 3rd

Trimester

(May)

Oral Language Assessment 1 2-3 4-5 6-7

Phonological Awareness: Rhyming n/a 5 8 10

Phonological Awareness: Blending n/a 5 8 10

Phonological Awareness:

Segmenting

n/a 5 8 10

Upper Case Letter Recognition &

Lower Case Letter Recognition

12 18-29 30-41 52

Beginning Sound Recognition** 3 9-13 15-19 19

High Frequency Words n/a 5 15 25

Phonogram List #1 n/a n/a 6 12

Text Processing

(Review data from Part 1 of RRR)

n/a A B-C D-E

Comprehension

(Review data from Part 2 of RRR)

n/a A B-C D-E

The rhyming subtest is a new required test for kindergarten students in FY18.

* All kindergarten students will be screened using the STAR Early Literacy Assessment within the first 30 days of school as a part of

FLKRS. Students who score 497-529 may need intervention. Students who score 438-496 most likely will need intervention. Students

who score 437 and below will need intervention. Teachers should follow-up with the assessments from our SDPBC Literacy Assessment

to determine if intervention is needed and the area of need. Prior to beginning the intervention process with ELLs, you must first

determine if the reading deficiency is due to the lack of English Language proficiency, or a true reading deficiency. For more

information, refer to the Intervention for English Language Learners section.

**Dual Language Programs: See the benchmarks below for the “Initial Syllables” assessment in the Spanish Literacy Assessment

System.

Initial Syllables** 1 2-4 5-7 8

7

FY18 First Grade Intervention Decision Tree

Does your data (use decision tree guide below) show

that the student has a substantial deficiency in

reading? NO

Intervention is not needed.

YES Immediate Intensive Intervention (iii) is required.

Analyze the SDPBC Literacy Assessment subtests, the RRR, and other data

sources to determine primary area to target for growth and support.

Phonological

Awareness

Phonics &

Word Recognition Text Processing

Phonics and Word Analysis Subtests Reading Running Record (RRR)

Part 1 Oral Reading and

Fluency

Part 2

Comprehension

Blending

Assessment (if needed)

Segmenting

Assessment (if needed)

Oral Language

Uppercase &

Lowercase Letter

Recognition (if needed)

Beginning Sound

Recognition (if needed)

High Frequency

Words

Phonograms Lists

#1-#4

Comprehension

Oral Language Assessment

8

FY18 First Grade Intervention Decision Tree Guide

The following chart is a resource to help identify students who may be at-risk and in need of intervention. The

numbers in the chart are minimal expectations for that time of year.

Assessment Beginning of

Year

(Based upon data

from May of

Kindergarten)

End of 1st

Trimester

(Nov.)

End of 2nd

Trimester

(Feb.)

End of 3rd

Trimester

(May)

Oral Language Assessment 6-7 8-10 11-13 14-15

Phonological Awareness: Blending 10 If student has not mastered, continue to assess.

10

Phonological Awareness:

Segmenting

10 If student has not mastered, continue to assess.

10

Upper Case Letter Recognition &

Lower Case Letter Recognition

52 If student has not mastered, continue to assess.

52

Beginning Sound Recognition** 19 If student has not mastered, continue to assess.

19

High Frequency Words 25 50 75 100

Phonogram List #1 12 20 If student has not mastered,

continue to assess.

Phonogram List #2 n/a 5 12 20

Phonogram List #3 n/a 5 12 20

Phonogram List #4 n/a 5 12 20

Text Processing

(Review data from Part 1 of RRR)

D-E F G-H I-J

Comprehension

(Review data from Part 2 of RRR)

D-E F G-H I-J

**Dual Language Programs: See the benchmarks below for the “Initial Syllables” assessment in the Spanish Literacy

Assessment System.

Initial Syllables** 8 If student has not mastered, continue to assess.

8

9

FY18 Second Grade Intervention Decision Tree

Does your data (use decision tree guide below) show

that the student has a substantial deficiency in

reading? NO

Intervention is not needed.

YES Immediate Intensive Intervention (iii) is required.

Analyze the SDPBC Literacy Assessment subtests, the RRR, and other data

sources to determine primary area to target for growth and support.

Phonological

Awareness

Phonics &

Word Recognition Text Processing

Phonics and Word Analysis Subtests Reading Running Record (RRR)

Part 1 Oral Reading and

Fluency

Part 2

Comprehension

Blending

Assessment (if needed)

Segmenting

Assessment (if needed)

Oral Language

Uppercase &

Lowercase Letter

Recognition (if needed)

Beginning Sound

Recognition (if needed)

High Frequency

Words

Phonograms Lists

#1-#4 (if needed)

Comprehension

Oral Language Assessment

(if needed)

10

FY18 Second Grade Intervention Decision Tree Guide

The following chart is a resource to help identify students who may be at-risk and in need of intervention. The

numbers in the chart are minimal expectations for that time of year.

Assessment Beginning of

Year

(Based upon data from

May of 1st Grade)

End of 1st

Trimester

(Nov.)

End of 2nd

Trimester

(Feb.)

End of 3rd

Trimester

(May)

Oral Language Assessment 14-15 If student has not mastered, continue to assess.

15

Phonological Awareness: Blending If student has not mastered, continue to assess.

10

Phonological Awareness:

Segmenting

If student has not mastered, continue to assess.

10

Upper Case Letter Recognition &

Lower Case Letter Recognition

If student has not mastered, continue to assess.

52

Beginning Sound Recognition If student has not mastered, continue to assess.

19

High Frequency Words 100 125 150 175

Phonogram List #1 If student has not mastered, continue to assess.

20

Phonogram List #2 20 If student has not mastered, continue to assess.

20

Phonogram List #3 20 If student has not mastered, continue to assess.

20

Phonogram List #4 20 If student has not mastered, continue to assess.

20

Text Processing

(Review data from Part 1 of RRR)

I-J K L M-N

Comprehension

(Review data from Part 2 of RRR)

I-J K L M-N

11

FY18 Third Grade Intervention Decision Tree

Does your data (use decision tree guide below) show

that the student has a substantial deficiency in

reading?* NO

Intervention is not needed.

YES Immediate Intensive Intervention (iii) is required.

Analyze the SDPBC Literacy Assessment subtests, the RRR, and other data

sources to determine primary area to target for growth and support.

Phonological

Awareness

Phonics &

Word Recognition Text Processing

Phonics and Word Analysis Subtests (if needed)

Reading Running Record (RRR)

Part 1 Oral Reading and

Fluency

Part 2

Comprehension

Blending

Assessment

Segmenting

Assessment

Oral Language

Uppercase &

Lowercase Letter

Recognition

Beginning Sound

Recognition

High Frequency

Words

Phonograms Lists

#1-#4

Comprehension

Oral Language Assessment (if needed)

*Retained grade 3 students with an FSA ELA score of a Level 1 are required

to have immediate intensive intervention (iii).

12

FY18 Third Grade Intervention Decision Tree Guide

The following chart is a resource to help identify students who may be at-risk and in need of intervention. The

numbers in the chart are minimal expectations for that time of year.

Assessment Beginning of

Year

(Based upon data from

May of 1st Grade)

End of 1st

Trimester

(Nov.)

End of 2nd

Trimester

(Feb.)

End of 3rd

Trimester

(May)

Oral Language Assessment If student has not mastered, continue to assess.

15

Phonological Awareness: Blending If student has not mastered, continue to assess.

10

Phonological Awareness:

Segmenting

If student has not mastered, continue to assess.

10

Upper Case Letter Recognition &

Lower Case Letter Recognition

If student has not mastered, continue to assess.

52

Beginning Sound Recognition If student has not mastered, continue to assess.

19

High Frequency Words 175 If student has not mastered, continue to assess.

175

Phonogram List #1 If student has not mastered, continue to assess.

20

Phonogram List #2 If student has not mastered, continue to assess.

20

Phonogram List #3 If student has not mastered, continue to assess.

20

Phonogram List #4 If student has not mastered, continue to assess.

20

Text Processing

(Review data from Part 1 of RRR)

M-N N-O O-P P-Q

Comprehension

(Review data from Part 2 of RRR)

M-N N-O O-P P-Q

13

4-5 Intervention Flow Chart

Did the student score a Level 3 or above on the

Florida Standards Assessment Level (FSA) English

Language Arts Assessment (ELA)?

YES Intervention is not needed.

NO Immediate Intensive Intervention (iii) is required.

Analyze the SDPBC Literacy Assessment subtests and the RRR

to determine primary area to target for growth and support.

Phonological

Awareness

Phonics Text Processing

Phonics and Word Analysis Subtests (if needed)

Reading Running Record (RRR)

Part 1 Oral Reading and

Fluency

Part 2

Comprehension

Blending

Assessment

Segmenting

Assessment

Oral Language

Uppercase &

Lowercase Letter

Recognition

Beginning Sound

Recognition

High Frequency

Words

Phonograms Lists

Comprehension

Oral Language Assessment (if needed)

14

O

ral L

angu

age

Ph

on

olo

gica

l Aw

aren

ess

SDPBC Literacy Assessment Systems (Screening)

Core Instruction (90 Minute Reading Block)

Supplemental Instruction (iii or RtI)

Progress Monitoring for Supplemental Instruction (iii

or RtI)

Oral Language Assessment Additional Assessments for English Language Learners (ELLs):

ACCESS for ELLs 2.0

Which May Include:

Read Aloud

Whole Class Conversation

Shared Reading

Small Group Instruction (shared reading, read aloud, guided reading, emergent storybook reading)

Mini Lesson

Conferring

Emergent Storybook Reading (K/1)

Interactive Writing

Mondo Oral Language Chart Record of Oral Language Assessment (however, it cannot be administered more than once a month)

OLLIE (contact the ESE Department for more information)

OLLIE Progress Monitoring Tool (however, it cannot be administered more than once a month)

Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address oral language.

Record of Oral Language Assessment (however, it cannot be administered more than once a month)

DUAL LANGUAGE PROGRAMS

Oral Language Assessment (Spanish) Which May Include:

Read Aloud

Whole Class Conversation

Shared Reading

Small Group Instruction (shared

reading, read aloud, guided

reading, emergent storybook

reading)

Mini Lesson

Conferring

Emergent Storybook Reading (K/1)

Interactive Writing

Mondo Oral Language Chart (Spanish)

Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address oral language.

Record of Oral Language Assessment (however, it cannot be administered more than once a month)

Oral Language Intervention Chart

ssds

15

Ph

on

olo

gica

l Aw

are

ne

ss

Ph

on

olo

gica

l Aw

aren

ess

SDPBC Literacy Assessment Systems

(Screening)

Core Instruction (90 Minute Reading Block)

Supplemental Instruction (iii or RtI)

Progress Monitoring for Supplemental Instruction

(iii or RtI)

Blending

Segmenting

Rhyming (Grade K)

Optional Assessments in the Benchmark Assessment System:

o Initial Sounds (Picture Cards)

Which May Include:

Shared Reading

Word Study

Interactive Writing

Small Group Instruction (shared reading and word study)

Florida Center for Reading Research (FCRR) aimsweb DIBELS Next Easy CBM

FUNdations Intervention (K-2nd ) FUNdations Progress Monitoring Tool aimsweb DIBELS Next Easy CBM

i-Ready tools for instruction to support small group

instruction and intervention.

aimsweb

DIBELS Next

Easy CBM

Wilson (2nd-5th) Just Words (4th & 5th)

aimsweb DIBELS Next Easy CBM

Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address phonological awareness.

aimsweb DIBELS Next Easy CBM Phonics Lessons Assessments

DUAL LANGUAGE PROGRAMS

Blending

Segmenting

Rhyming (Grade K)

Optional Assessments in the Benchmark Assessment System:

o Initial Syllables (Picture Cards)

Which May Include:

Shared Reading

Word Study

Interactive Writing

Small Group Instruction (shared reading and word study)

Istation Español Teacher Resources lessons

to support small group instruction and

intervention

Other evidence-based programs or

strategies, in addition to the 90 minute

reading block and in a smaller group setting,

that address phonological awareness

Istation Español On Demand Assessments

Phonic lessons Assessments

(Spanish)

Phonological Awareness Intervention Chart

ssds

16

Ph

on

ics

P

ho

no

logi

cal A

war

enes

s

SDPBC Literacy Assessment Systems

(Screening)

Core Instruction (90 Minute Reading Block)

Supplemental Instruction (iii or RtI)

Progress Monitoring for Supplemental

Instruction (iii or RtI) Uppercase Letter Recognition

Lowercase Letter Recognition

Beginning Sound Recognition

High Frequency Words

Phonogram Lists

Optional Assessments in the Benchmark Assessment System:

o Writing Picture Names

o Consonant Blends o Vowel Clusters o Word Features

Which May Include:

Shared Reading

Word Study

Small Group Instruction (Word Study, Interactive Writing, Guided Reading, and Shared Reading)

Interactive Writing

Florida Center for Reading Research (FCRR)

aimsweb DIBELS Next Easy CBM

FUNdations Intervention (K-2nd) FUNdations Progress Monitoring Tool aimsweb DIBELS Next Easy CBM

i-Ready tools for instruction to support small group instruction and intervention.

aimsweb DIBELS Next Easy CBM

Leveled Literacy Intervention (LLI) LLI Reading Running Record

Wilson (2nd-5th) Just Words (4th & 5th)

aimsweb DIBELS Next Easy CBM

Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address phonics.

aimsweb DIBELS Next Easy CBM Phonics Lessons & Word Study Lessons Assessments RtI Daily Planner Phonics Assessments (iii only)

DUAL LANGUAGE PROGRAMS Uppercase Letter Recognition

Lowercase Letter Recognition

Beginning Sound Recognition

High Frequency Words

Phonogram Lists

Optional Assessments in the Benchmark Assessment System:

o Writing Picture Names o Consonant Blends o Diphthongs o Word Features

Which May Include:

Shared Reading

Word Study

Small Group Instruction (Word Study, Interactive Writing, Guided Reading and Shared Reading

Interactive Writing

Soluciones Literacy Intervention (K-2)

Istation Español Teacher Resources lessons to support small group instruction and intervention

Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address phonological awareness

Soluciones Progress Monitoring Assessments

Istation Español On Demand Assessments

Phonic and Word Study Lessons Assessments

(Spanish)

Phonics Intervention Chart

ssds

17

Text

Pro

cess

ing

(in

clu

de

s fl

ue

ncy

an

d v

oca

bu

lary

)

Ph

on

olo

gica

l Aw

aren

ess

SDPBC Literacy Assessment Systems

(Screening)

Core Instruction (90 Minute Reading

Block)

Supplemental Instruction (iii or RtI)

Progress Monitoring for Supplemental

Instruction (iii or RtI)

Early Literacy Behaviors

High Frequency Words

Reading Running Record (Part 1- Oral Reading)

Optional Assessments in the Benchmark Assessment System:

o Six Dimensions of Fluency Rubric

o Vocabulary in Context

Which May Include:

Shared Reading

Small Group Instruction (Guided Reading and Strategy Group)

Interactive Writing

Word Study

Mini Lesson

Florida Center for Reading Research (FCRR) aimsweb DIBELS Next Easy CBM

i-Ready tools for instruction to support small group instruction and intervention.

aimsweb DIBELS Next Easy CBM

Great Leaps (fluency only) Great Leaps Progress Monitoring Tool

Leveled Literacy Intervention (LLI) LLI Reading Running Record

Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address text processing.

aimsweb DIBELS Next Easy CBM Informal Reading Running Records

DUAL LANGUAGE PROGRAMS

Early Literacy Behaviors

High Frequency Words

Reading Running Record (Part 1- Oral Reading)

Optional Assessments in the Benchmark Assessment System:

o Six Dimensions of Fluency Rubric

o Vocabulary in Context

Which May Include:

Shared Reading

Small Group Instruction (Guided Reading and Strategy Group)

Interactive Writing

Word Study

Mini Lesson

Soluciones Literacy Intervention (K-2)

Istation Español Teacher Resources lessons to support small group instruction and intervention

HELPS (fluency only/grades 2-5)

Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address text processing

Soluciones Progress Monitoring Assessments

Istation Español On Demand Assessments

HELPS Progress Monitoring Assessments

Informal Reading Running Records

Text Processing Intervention Chart

ssds

18

C

om

pre

he

nsi

on

(in

clu

de

s vo

cab

ula

ry)

P

ho

no

logi

cal A

war

enes

s

SDPBC Literacy Assessment Systems

(Screening)

Core Instruction (90 Minute Reading Block)

Supplemental Instruction (iii or RtI)

Progress Monitoring for Supplemental Instruction

(iii or RtI) Reading Running

Record (Part 2- Comprehension Conversation)

Which May Include:

Shared Reading

Read Aloud

Small Group Instruction (Guided Reading and Strategy Lessons)

Mini Lesson

Conferring

Emergent Storybook Reading (K/1)

Florida Center for Reading Research (FCRR)

aimsweb DIBELS Next Easy CBM

i-Ready tools for instruction to support small group instruction and intervention.

aimsweb DIBELS Next Easy CBM

Leveled Literacy Intervention (LLI)

LLI Reading Running Record

Read Works (www.readworks.org) aimsweb MAZE DIBELS Next Daze Easy CBM Read Works Leveled Passages

Strategic Instruction Model (4th & 5th) aimsweb DIBELS Next Easy CBM

Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address comprehension.

aimsweb DIBELS Next Easy CBM RtI Daily Planner Retell Rubric for Fiction and Nonfiction (iii only)

DUAL LANGUAGE PROGRAMS

Reading Running Record (Comprehension)

Which May Include:

Shared Reading

Read Aloud

Small Group Instruction (Guided Reading and Strategy Group)

Mini Lesson

Conferring

Emergent Storybook Reading (K/1)

Soluciones Literacy Intervention (K-2)

Istation Español Teacher Resources lessons to support small group instruction and intervention

Soluciones Progress Monitoring Assessments

Istation Español On Demand Assessments

Comprehension Intervention Chart

ssds

19

Interventions for English Language Learners (ELLs)

It is important to note that prior to beginning the intervention process with ELLs, you must first determine

if the reading deficiency is due to the lack of English Language proficiency, or a true reading deficiency.

However, we cannot wait until students are completely proficient in English before providing additional

support in reading. If it is determined that a student has a reading deficiency, they require iii. Intervention

Instruction during iii must include evidence-based programs and/or strategies documented in the

students’ Individual ELL plan. Intervention instruction should be provided using multiple sources of

student data such as the English Language Development Continuum (ELDC), ACCESS for ELLs 2.0, SDPBC

Literacy Assessment System, diagnostics, classroom and/or state assessments.

If the reading deficiency is evident in the student’s native language, then the student would benefit most

from the intervention provided in their native language. If it is determined that the student does not have

a reading deficiency in their native language it is not necessary to provide a reading intervention. Instead,

instruction must focus on the four domains of language development in order to increase English language

development while providing equal access to content.

Resources for Professionals working with English Language Learners:

RtI2 Developing a Culturally and Linguistically Responsive Approach to Response to Instruction

& Intervention (RtI2) for English Language Learners.

Webinar: Developing a Culturally and Linguistically Responsive Approach to Response to

Instruction & Intervention (RtI2) for ELLs

20

Interventions for Students with Disabilities (SWDs)

Immediate intensive intervention (iii) must be provided for Students with Disabilities if the student is

performing below grade level. Exceptional Student Education (ESE) services during Core instruction do

not replace iii. Intervention instruction must include evidence-based programs and/or strategies that

align with the student’s IEP goals and address their skill gaps. The intervention teacher will select a

progress monitoring tool that aligns to the intervention and will monitor a minimum of once a month.

Students with Disabilities receiving iii should have a Progress Monitoring Plan (PMP) if the student is performing below grade level in an area that is not addressed in the IEP. A federally required student plan such as an Individual Education Plan (IEP) plan may meet the progress monitoring criteria of a PMP if the

deficiency is specifically addressed in the IEP. In grades K-3, the reading deficiency letter needs to be sent home to parents. Students must continue to be provided with iii until the reading deficiency is remediated as measured by multiple sources of student data (e.g., SDPBC Literacy Assessment System, diagnostics, classroom, state assessments).

Intervention Contact List

iii Guidelines

o Diane Jacobitti, Specialist, K-12 Curriculum [email protected], 434-8866 (PX 48866)

o Kristen Rulison, K-5 Literacy Program Planner, K-12 Curriculum

[email protected], 432-6345 (PX 86345)

Intervention for Students with Disabilities

o Jennifer Bigos, Manager, Exceptional Student Education

[email protected], 357-7561 (PX 47561)

o Kimberly Doyle, Specialist, Exceptional Student Education [email protected], 434-8895 (PX 48895)

Intervention for English Language Learners & Dual Language Programs

o Aimee White, Program Planner, Multicultural Education [email protected], 649-6840 (PX 46840)

o Lisa Capra, Dual Language Specialist, Multicultural Education

[email protected], 434-8251 (PX 48251)

RtI: Formalized Tier 2 and Formalized Tier 3

o Carrie Rullo, Specialist, Safe Schools

[email protected], 494-1594 (PX 81594)

o Lisa Robol, Specialist, Safe Schools

[email protected], 494-1477 (PX 81477)

FUNdations and Wilson Support

o Kristin Wysong, Resource Teacher, Exceptional Student Education

[email protected], 434-8377 (PX 48377)

Leveled Literacy Intervention (LLI) Support

o Diane Jacobitti, Specialist, K-12 Curriculum [email protected], 434-8866 (PX 48866)

o Linda Golightly, Specialist, K-12 Curriculum

[email protected], 434-8806 (PX 48806)

Supplemental Academic Instruction (SAI) Support

o Diane Jacobitti, Specialist, K-12 Curriculum [email protected], 434-8866 (PX 48866)

o Linda Golightly, Specialist, K-12 Curriculum

[email protected], 434-8806 (PX 48806)

Trimester Benchmark Reading Levels The School District of Palm Beach County

This document serves as a guideline for aligning the Student Progression Plan with the Report Card. Many additional factors should be considered as referenced on the grade level charts contained in the Student Progression Plan when determining the performance code for the report card. All benchmark levels indicate independent reading levels. The chart below should be used to define grade level text for that time of the year. The Continuum of Literacy Learning is a resource for teachers to use to gather multiple pieces of evidence that a student

can think within (literal), beyond (inferential), and about (analytical) the text for that time of the year. In order to be proficient, a student must demonstrate skill/concept development that is beginning to meet “grade level standards” in grade level text of all genres for that time of the year.

EX – Exemplary: Demonstrates broad in-depth skill/concept development that most often exceeds grade level standards (cognitive complexity higher than the standard) in grade level text for that time of the year (see chart above). PR – Proficient: Demonstrates skill/concept development that meets grade level standards in grade level text for that time of the year (see chart above) AP – Approaching: Demonstrates skill/concept development that is beginning to meet grade level standards ND – Needs Development: Demonstrates skill/concept development that is significantly below grade level standards

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Student Name: ___________________________ Student Number: _________________

Grade: _______ RRR Ind. Level: ______ RRR. Inst. Level: _______ FSA Score: ______

Area of Growth: oral language phonological awareness phonics text processing comprehension

Intervention/Strategy: _____________________________________________________

Progress Monitoring Tool: __________________________________________________

Indicate the date of the week in the first column and place initials in the appropriate fields under each day

column that you worked with the student. Please enter progress monitoring results in the score column. Progress

monitoring for iii can occur weekly, bi-weekly or monthly.

Date MON. TUES. WED. THURS. FRI. Score

Date of Start Week

Date of Start Week

Date of Start Week

Date of Start Week

Date of Start Week

Date of Start Week

Date of Start Week

Date of Start Week

Date of Start Week

Date of Start Week

Key

SA= Student Absent SN= Student Not Available

TA= Teacher Absent TN= Teacher Not Available NS= No School

Additional Notes:

Progress Monitoring Log

immediate intensive intervention (iii)

Completed By: _______________________ Title: ____________________ Goal: ____________

Please use PBSD Form #2318 for formalized Supplemental or Intensive interventions (Tier 2 or Tier 3).